Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040.

Describes how motivational processes influence a child’s acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.

http://dx.doi.org/10.1037/0003-066X.41.10.1040